Session Outline

While intensive or ‘block’ learning brings demonstrable benefits to students by enabling them to focus in detail on just one module at a time, there can be accompanying challenges. The emphasis on the primacy of each module as a learning unit can diminish students’ sense of programme coherence. Meanwhile, the characteristic block module timetable, concentrated on a small number of intensive on-campus days, can limit opportunities for building cohort identity and sense of belonging.

Accordingly, this interactive workshop examines the potential of group tutorials to counterbalance these factors and to enhance curriculum coherence, the student experience (Lochtie et al, 2018) and student belonging within a block learning context. Drawing on contemporary pedagogical research, practical case studies, and insights from the presenters’ home institution where block learning has been positively received and evaluated, participants will explore how structured group interactions can mitigate the challenges of compressed teaching schedules and discrete learning experiences (Calcagno et al, 2017) Through collaborative activities and critical discussion, the session will:

Enable sharing of examples where group tutorials supply a ‘golden thread’ of curriculum coherence;

Offer insights on comparable examples where student belonging and cohort identity have been nurtured and enhanced;

Identify strategies for designing and facilitating tutorials that promote inclusive engagement and strengthen relational connections

Our hope is that, regardless of whether participants teach in a ‘block’ or more traditional delivery context, the workshop will generate actionable insights and facilitative frameworks for use in group tutorial settings.

References

Calcagno, L., Walker, D. and Grey, D. (2017) Building Relationships: A Personal Tutoring Framework to Enhance Student Transition and Attainment. Student Engagement in Higher Education. 1 (1).

Lochtie, D., McIntosh, E., Stork, A. and Walker, B. (2018) Effective Personal Tutoring in higher education. St Albans: Critical Publishing.

Learning Outcomes

Bibliography